The Role of Mentoring in empowerment and organizational commitment registered in Fars province

. peer. The literature on supervisory practices and feedback influenced our thinking as we struggled to create the kind of structured feedback that appeared to facilitate skill development.Results of our early studies showed that teachers who had a coaching relationship—that is, who shared aspects of teaching, planned together, and pooled their experiences—practiced new skills and strategies more frequently and applied them more appropriately than did their counterparts who worked alone to expand their repertoires. Members of peer-coaching groups exhibited greater long-term retention of new strategies and more appropriate use of new teaching models over time.Coaching helped nearly all the teachers implement new teaching strategies. Equally important, teachers introduced to the new models could coach one another, provided that the teachers continued to receive periodic follow-up in training settings. Thus we recommended that schools organize teachers into peer coaching teams and arrange school settings so that the teachers could work together to gain sufficient skill to affect student learning. We had moved from the '50s and '60s, where the probability of implementation was extremely low, to a very simple technology that virtually reversed the odds. The coaching process was added to the training paradigm, taking into account the two levels of skill development described above.Current practice. We conducted the early studies with individual teachers or small groupswithin a school.

The Role of Mentoring in empowerment and organizational commitment registered in Fars province Keywords:

empowerment , organizational and commitment